Key Component 1: Reviewing Initial and Triennial Assessment Results with the IEP Team

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Type:
  Printable Tool
Authors:
Heather DiFede; Leo Mapagu; Jennifer Yales, Ed.D.; Noreen Rodriguez-Lippincott; and Hinda Nadif, Ed.D.
Developed by:
High Quality IEPs (HQ IEPs)
Relevant categories:
Disabilities Screening and Assessment Special Education
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Overview

This guide explains how to review and interpret assessment results during initial and triennial IEP meetings. It outlines how eligibility for special education is determined, provides tips for communicating technical information in family-friendly language, and emphasizes the importance of collaborative decision-making among team members. It also highlights what to do when there are disagreements about eligibility.

TPE Alignment:

  • TPE 5.8 - Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.

Navigating this Collection:

HQ IEPs > During the IEP > Key Components of the IEP Process > Key Component 1: Assessment

  Keywords: Assessment, Collaboration, Disability, Educational Benefit, Eligibility, Goals, IEP, IEP Compliance, Individualized Education Program, Special Education, Student Outcomes, Student-Centered, TPE 5.8

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Added on 10/16/2025   ·   Last updated on 10/16/2025